Games for engaged learning of middle school children with special learning needs

British Journal of Educational Technology

Volumn 44, Issue 2, 2013, Pages 225-242

  Ke, Fengfeng ^a   Abras, Tatiana ^b  

^a FLORIDA STATE UNIVERSITY   (United States)

^b UNIVERSITY OF NEW MEXICO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

DESIGN FEATURES; EDUCATIONAL GAME; IN-FIELD; IN-SITU STUDY; MIDDLE SCHOOL; PERFORMANCE REPORTS;

LEARNING SYSTEMS;

DESIGN;

EID: 84874108089     PISSN: 00071013     EISSN: 14678535     Source Type: Journal    
DOI: 10.1111/j.1467-8535.2012.01326.x     Document Type: Article

References (31)

1. Aarseth, E., (2003). A multi-dimensional typology of games, in, M. Copier, &, J. Raessens, Level Up: Digital Games Research Conference Proceedings, Utrecht University and Digital Games Research Association (DiGRA).
2. Brom, C., Sisler, V., &, Slavik, R., (2010). Implementing digital game-based learning in schools: augmented learning environment of "Europe 2045". Multimedia Systems, 16, 23-41.
3. Brown, J. S., Collins, A., &, Duguid, P., (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 1, 32-42.
4. Chen, J., (2007). Flow in games. Communications of the ACM, 50, 4, 31-34.
5. Csikszentmihalyi, M., (1990). Flow: the psychology of optimal experience. New York: Harper & Row.
6. Dickey, M. D., (2007). Game design and learning: a conjectural analysis of how massively multiple online role-playing games (MMORPGs) foster intrinsic motivation. Educational Technology Research and Development, 55, 3, 253-273.
7. Garris, R., Ahlers, R., &, Driskell, J. E., (2002). Games, motivation, and learning: a research and practice model. Simulation & Gaming, 33, 4, 441-467.
8. Gee, J. P., (2003). What video games have to teach us about learning and literacy. New York: Palgrave Macmillan.
9. Gee, J. P., (2009). Deep learning properties of good digital games: How far can they go? In, U. Ritterfeld, M. Cody, &, P. Vorderer, (Eds.), Serious games: Mechanisms and effects (pp. 65-80), New York & London: Routledge.
10. Gunter, A. G., Kenny, F. R., &, Vick, H. E., (2007). Taking educational games seriously: using the RETAIN model to design endogenous fantasy into standalone educational games. Education Technology Research and Development, 56, 511-537.
11. Habgood, M. P. J., Ainsworth, S. E., &, Benford, S., (2005). Endogenous fantasy and learning in digital games. Simulation & Gaming, 36, 4, 483-498.
12. Jegers, K., (2007). Pervasive game flow: understanding player enjoyment in pervasive gaming. Computers in Entertainment, 5, 1, 3-12.
13. Ke, F., (2008). Computer games application within alternative classroom goal structures: cognitive, metacognitive, and affective evaluation and interpretation. Educational Technology Research and Development, 56, 539-556.
14. Kiili, K., (2005). Digital game-based learning: towards an experiential gaming model. The Internet and Higher Education, 8, 1, 13-24.
15. Malone, T. W., &, Lepper, M. R., (1987). Making learning fun: a taxonomy of intrinsic motivations for learning. In, R. E. Snow, &, M. J. Farr, (Eds), Aptitude, learning and instruction: III. Cognitive and affective process analyses (pp. 223-253). Hillsdale, NJ: Erlbaum.
16. Malouf, B. D., (1988). The effect of instructional computer games on continuing student motivation. The Journal of Special Education, 21, 4, 27-38.
17. Murray, B., Silver-Pacuilla, H., &, Helsel, I. F., (2007). Improving basic mathematics instruction promising technology resources for students with special needs. Technology in Action, 2, 5, 1-8.
18. Ortiz, A. A., (1997). Learning disabilities occurring concomitantly with linguistic differences. Journal of Learning Disabilities, 30, 321-332.
19. Peters, S., (2003). Inclusive education: Achieving education for all by including those with disabilities and special education needs. Washington, DC: Disability Group, World Bank.
20. Piaget, J., (1951). Play, dreams and imitation in childhood. New York: W. W. Norton & Company.
21. Prensky, M., (2001). Digital game-based learning. New York: McGraw-Hill Companies.
22. Provost, J. A., (1990). Work, play, and type: achieving balance in your life. Palo Alto, CA: Consulting Psychologist Press.
23. Rasmusen, E., (2007). Games and information: an introduction to game theory. Cambridge, MA: Blackwell.
24. Rezaiyan, A., Mohammadi, E., &, Fallah, A. P., (2007). Effect of computer game intervention on the attention capacity of mentally retarded children. International Journal of Nursing Practice, 13, 284-288.
25. Rieber, L. P., (1996). Seriously considering play: designing interactive learning environments based on the blending of microworlds and simulation. Educational Technology Research and Development, 44, 1, 43-58.
26. Shaffer, D. W., (2007). Epistemic games as career preparatory experiences for students with disabilities. Journal of Special Education Technology, 22, 3, 57-69.
27. Stake, R., (1995). The art of case research. Thousand Oaks, CA: Sage Publications.
28. Standen, P., Anderton, N., Karsandas, R., Battersby, S., &, Brown, D., 2009. An evaluation of the use of a computer game in improving the choice reaction time of adults with intellectual disabilities. Journal of Assistive Technologies, 3, 4, 4-11.
29. Sweetser, P., &, Wyeth, P., (2005). GameFlow: a model for evaluating player enjoyment in games. ACM Computers in Entertainment, 3, 3, 1-24.
30. Tournaki, N., Bae, S. Y., &, Kerekes, J., (2008). Rekenrek: a manipulative used to teach addition and subtraction to students with learning disabilities. Learning Disabilities: A Contemporary Journal, 6, 2, 41-59.
31. Von Ahn, L., &, Dabbish, L., (2008). Designing games with a purpose. Communications of the ACM, 51, 8, 58-67.